Academic achievement outcomes of former English-language-learners in Texas
Texas has one of the highest populations of English Language Learners (ELLs) in the U.S., with a complex system for their placement, education, and assessment. Spanish speaking, Hispanic ELLs represent a large proportion of this population. The long-term academic achievement of these ELLs identified in elementary is not well known, especially under the policy changes of No Child Left Behind. Using Hierarchical Linear Modeling, this study compares student achievement, as measured by high-stakes testing, of Hispanic ELLs enrolled in Bilingual Education, English as a Second Language, and their non-ELL, demographically similar peers. Data will be examined at four time points spanning 3rd-9th grade, to suggest implications of Texas educational policy on student achievement.